• Journal of Gifted/Talented Education
• /
• v.19 no.1
• /
• pp.141-162
• /
• 2009

The purpose of this study was to find out the learner's characteristics of students of Korea Science Academy by comparing general high school students and science high school students to Korea Science Academy students in terms of scientific attitude, learning styles, preferred teaching style, and learning environment, and to find out the differences of the learner's characteristics by gnender and school number, and to establish teaching strategies based on the findings. First, scientific attitude level of Korea Science Academy students was similar with science high school students and was high level comparing with general high students. Second, for learning style, the students of Korea Science Academy had many independent, collaborative and participatory types, Third, for the prefered science teaching style, the students of Korea Science Academy had high demands for diversification and thinking at higher levels girl students had open-mindedness and cooperation and voluntariness of higher level in scientific attitude, had more independent types in leraning style, and had higher preference of teacher's support, subject convergence and permissive atmosphere than boy students. there were no difference of student's characteristics and preferences by school number. Based on the findings, we proposed 4 teaching strategies.

• Journal of the Korean earth science society
• /
• v.29 no.7
• /
• pp.617-625
• /
• 2008

The purpose of this study was to identify the effect that using mind map instruction has on the students' scientific inquiry skill and science-related attitudes in 11th grade in the earth science instruction. The objects of this study were consisted of two classes with 11th graders at K public high school in Kimhea city. The experimental group using mind map was lessoned 2 hours a week for 10 weeks. On the other hand, the controlled group was traditionally taught. Each group was consisted of 34 students. Student's science inquiry skills and science-related attitudes were assessed in pre-test, and then each group was instructed. The post-test was conducted after the instruction. Findings were as follows: First, As for the scientific inquiry skill, the result revealed that there was a statistically significant difference between the two groups. This finding means that the mind map instruction was more effectiveto improve students' scientific inquiry skills. Second, Regarding the science-related attitudes, the t-test analysis showed that there was a statistically significant difference between the two groups. This result implies that the mind map instruction was more effective in promoting students' attitudes toward science. In conclusion, the earth science instruction using mind map showed more effectiveness on the high school students' improvement of their science inquiry skills and science-related attitudes.

• Journal of Digital Convergence
• /
• v.19 no.7
• /
• pp.397-408
• /
• 2021

The purpose of this study is to investigate the effect of teaching style of liberal arts physical education professors to class satisfaction, Class flow and physical education attitude of liberal arts students. A study was conducted on a total of 221 liberal arts students. For the collected data, a confirmatory factor analysis and reliability analysis (Cronbach' α) for the measurement tool were performed using the SPSS 26.0 and Amos 21.0 programs. And correlation analysis and multiple regression analysis were performed. The liberal arts physical education Professor's teaching stlye affects the student's class satisfaction (educational satisfaction, environmental satisfaction, psychosocial satisfaction, physical satisfaction), and students' class flow (class immersion, purpose experience, consciousness agreement, challenge, control, Integration). In addition, it has various effects on the student's attitude toward physical education(relationships, physical activity, active participation, health and physical fitness, positive emotions). Efforts to strengthen the competence of liberal arts physical education professors will be needed to revitalize the liberal arts physical education.

• The Journal of Korean Association of Computer Education
• /
• v.17 no.6
• /
• pp.135-146
• /
• 2014

The study has compared the effects in SNS-utilized instruction that each of self centric activities and social interaction added social activities affected self initiative, attitudes and self efficacy to information technology respectively. The research methods utilized the pre experimental design as nonequivalent experimental group. The data was analyzed by paired t-test and content analysis. The results showed that the SNS class utilized self-centric activities were effective in self-initiative and attitudes toward information technology, while social interaction added social activities were effective in not only self-initiative and the attitudes of information technology but also self efficacy of information technology. And content analysis of the effects of the education showed that information sharing, instancy and accessibility were advantageous but information security and privacy issues were problematic. That is, it was confirmed that when self-centric activities and social interaction activities were practised simultaneously in SNS-utilized instruction, the self initiative which learners planed and executed by themselves, the attitudes and self efficacy of information technology which were able to enhance learning ability and to show satisfaction to individual learning were improved.

• Journal of the Korean Chemical Society
• /
• v.54 no.5
• /
• pp.643-649
• /
• 2010

In this study, the relationships among high school students' epistemological views on theory and data, science process skills, the perceptions of the preferred laboratory learning environment and attitudes toward laboratory work were investigated. The results indicated that science process skills, all subcategories of the perceptions of the preferred laboratory learning environment (student cohesiveness, open-endedness, integration, rule clarity, and material environment) and attitudes toward laboratory work were significantly correlated with epistemological views on theory and data. The results of multiple regression analysis revealed that science process skills, open-endedness and material environment and attitudes toward laboratory work significantly predicted epistemological views on theory and data.

• Journal of the Korean Society for information Management
• /
• v.35 no.4
• /
• pp.195-222
• /
• 2018

This study aims to identify the effects of instruction methods on the students' knowledge and attitudes to persue an effective instruction for information literacy. For this purpose, a copyright class as a quasi-experiment is provided to students in a high school in different ways including the teacher-centered lecture and the student-centered Jigsaw cooperative learning program. As a result, Group D (Jjgsaw method) showed the highest educational effectiveness among the four groups in terms of the knowledge of copyright. the group also showed higher instructional effectiveness compared to other groups in the practical attitude, which was one of the three types of attitude to copyright.

• Journal of The Korean Association For Science Education
• /
• v.25 no.7
• /
• pp.765-772
• /
• 2005

The purpose of this study was to analyze the effects of instruction using science history on science achievement and attitude of students. A pretest-posttest control group design was employed. Subjects were comprised of 193(males 114, females 79) first grade middle school students. A control group of 94 students was instructed using traditional teaching methods and an experimental group of 99 students was instructed using the history of science. Two groups were taught 15 lessons during a 9-week period. To analyze the data statistically, an analysis of covariance(ANCOVA) was applied. The experimental group was significantly different from the control group inrespect to science achievement. There was no significant difference in science achievement between the two groups according to gender. Analysis results on the attitude towards science found the experimental group to significantly differ from the control group. There was no significant difference in attitudes towards science between the two groups according to gender.

• Communications of Mathematical Education
• /
• v.32 no.2
• /
• pp.147-174
• /
• 2018

The purpose of this study was to verify the effect of mathematical disposition and attitude through the foster self-confidence and learning motivation by STAD cooperative learning. For this purpose, we made up an experimental class. And then we investigated the students' change in these aspects after the foster self-confidence and learning motivation by STAD cooperative learning. As a result of the experiment, we find that significant changes on the students' mathematical disposition and attitude utilizing the foster self-confidence and learning motivation by STAD cooperative learning. Therefore, in this study, I want to solve the particular problems that follow. First, what is the reaction of utilizing the foster self-confidence and learning motivation by STAD cooperative learning mathematical program for students? Is it effective utilizing the foster self-confidence and learning motivation by STAD cooperative learning to improve students' mathematical disposition? Third, does utilizing the foster self-confidence and learning motivation by STAD cooperative learning have a positive impact on students' mathematical attitude?

• Journal of The Korean Association For Science Education
• /
• v.19 no.1
• /
• pp.137-145
• /
• 1999

This study investigated the influences of the cooperative and the individualistic learning strategies on the academic achievement and the attitudes toward science instruction and science by the level of achievement. These two learning strategies endowed students with the responsibility of learning and emphasized student-centered learning which included higher order thinking activities. Cooperative learning group students studied the tasks through small group discussion, and individualistic learning group students solved the same ones individually. In the traditional group. teacher-centered expository lesson was used. The subjects of this study were 7th graders of coed middle school, and were taught about separation of mixture for 10 class periods. Two-way ANCOVA results revealed that the test scores of academic achievement for cooperative learning group were significantly higher than those of individualistic and traditional learning groups. The attitudes toward science instruction and science were also more positive in cooperative learning group than the others. No interactions between the treatment and the level of previous achievement indicated that the cooperative learning strategy was effective regardless of the level of achievement.

• The Journal of the Convergence on Culture Technology
• /
• v.8 no.3
• /
• pp.9-14
• /
• 2022

The purpose of this study performed to confirm the effect of flipped learning on learning attitude, self-esteem, and lesson satisfaction for nursing students of the university. The research participants and data collection were conducted on 38 nursing students in A city from September 1 to December 30, 2021, and the research design is a one-group pretest-posttest design. Learning attitude, self-esteem, and lesson satisfaction were investigated, and flipped learning lectures were applied to the experimental group as experimental treatment. SPSS 27.0 version was used for statistical analysis. As a result, the learning attitude of nursing students showed a positive correlation with self-esteem and lesson satisfaction, and the flipped learning education method showed learning attitude (t=-4.01, p<.01) and self-esteem (t=-3.53, p<).001, lesson satisfaction (t=-4.20, p<).001) All were statistically significant.